Gap growing for English language learners
Only one out of four English language learners graduated within four years in 2007, and that number is declining, according to an alarming report reviewed by the state Board of Regents.
More ELLs graduate after five or six years, but results are still too low, said State Ed Senior Deputy Commissioner Johanna Duncan-Poitier. While about 73 percent of all students graduate within five years, only about 38 percent of ELLs do. After six years, about 44 percent of ELLs have graduated.
After a lengthy discussion, Regents agreed to further explore strategies to address the needs of ELLs as well as other student groups with low graduation rates.
In recent months the state's education policy-making board has discussed three categories of students with the largest gaps in achievement: students with disabilities; African-American and Latino male students; and ELLs.
The Regents discussed the graduation rate data for ELLs who entered ninth grade in 2001, 2002 and 2003. The data showed that the percentage of ELLs graduating after four years declined by 5 percentage points, from 30.4 percent to 25.2 percent, between the 2001 and 2003 cohorts.
The Regents also heard from Assemblywoman Carmen Arroyo, D-Bronx; Jose Davila from the New York Immigration Coalition and Luis Reyes from the Coalition for Educational Excellence for ELLs on the need for more resources and greater oversight of school districts.
SED Commissioner Richard Mills encouraged the Regents to consider the recommendations of the Bilingual Committee of Practioners, an advisory panel including NYSUT Vice President Maria Neira.
A letter from the Coalition for Educational Excellence for English Language Learners, signed by numerous advocates, including Neira, urges the Regents to respond quickly to the "systemic crisis" for ELLs.
The letter calls for the Regents and commissioner to improve fiscal accountability for ELL funding, assuring that funds earmarked for ELLs are actually being spent on ELL programming. The coalition notes a lack of transitional programs and a lack of dedicated funding for ELLs in the state's Contract For Excellence funding. Programs for ELLs are an allowable C4E use, but not required.
Duncan-Poitier said SED intends to better monitor how targeted funding is spent. She said State Ed's recent extension of test accommodations for former English language learners should help improve achievement.
"We intend to stay on top of this and keep the Regents focused on educational strategies that help our neediest students," Neira said. The issue is also being discussed at NYSUT's Statewide ELL committee meeting this month.
— Sylvia Saunders
Putting a price on ELL success
A first-ever study commissioned by the New York Immigration Coalition finds ELL student education requires an extra funding weight of approximately twice that of regular education students.
The coalition estimates the total annual cost of ensuring an adequate education for ELL students at $3.64 billion annually — about 17 percent of the state's $21 billion total operating school aid budget.
"Given that ELLs make up more than 13 percent of the total student population and have one of the highest dropout rates in New York, the ELL Costing Out Study offers a sensible estimate of what it would take to provide ELLs with the adequate education they need and deserve," the report says.
The study found it is not at all clear that state, local and federal funding earmarked for ELL students is actually being spent on ELL programming.
The study, conducted by Multicultural Education, Training and Advocacy Inc., draws on an exhaustive review of 60 studies that examine the cost of educating ELLs, two panels with experienced New York ELL educators and analysis of successful programs throughout the country.
— Sylvia Saunders
The ABCs of ELLs
Approximately 200,000 students in New York are English language learners — about 13 percent of the total state student population, according to the New York Immigration Coalition.
ELLs attend 4,384 schools in 527 districts throughout the state; more than three-quarters are in the "Big Five" cities: New York City, Buffalo, Rochester, Syracuse and Yonkers.
The ELL population is diverse in many ways, representing more than 170 cultures and language backgrounds.